Activity Theory

Mills, Colleen

doi:10.1002/9781118955567.wbieoc001

Cited by 3 publications

(1 citation statement)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…At professional level, we see pre-service teachers working cooperatively and collaboratively as a community (see e.g. Mills, 2017) to learn and integrate social media in mathematics classrooms.…”

Section: Multiple Regression Analysismentioning

confidence: 99%

Pre-service mathematics teachers' social media usage and its perceived impact on their personal, academic and teaching careers

Mulenga¹

View full text Add to dashboard Cite

Social media technologies have reshaped our lives today and Zambian teachers do a massive use of smart phones, tablets and other portable tools. In addition, they are continually searching for forefront innovations. Frequently, the utilization of these gadgets is not in manners foreseen by innovation advocates. This study focuses on exploring the use and the impact of such social media technologies in the teaching and learning of mathematics by Zambian pre-service (student) teachers. Globally, many studies have been conducted on the integration and benefits of social media in and out of the classrooms (see e.g. Tess, 2013). However, the global studies cannot be straightforward applied to the Zambian context and this is why we see the need of focusing on Mathematics Education. This study endeavoured to lessen the knowledge gap. Therefore, this study focuses on providing a deep insight into the way social media technologies are influencing the teaching and learning of mathematics at the Copperbelt University (CBU) as well as to identify which paths are open (or closed) to take into account in the future to improve both processes. Thus, a first target of this study is to explore the role social media is playing (and might play) in Mathematics Education via social networking among student teachers. A second target of the research is to explore aspects of university pre-service teachers' related online activities that might motivate them to participate in learning. Lastly, the author wish to open a discussion on the question of whether and how the use of social media tools may have an impression on the set of 21st century skills by both learners and teachers.To explore student teachers' use of social media in their teaching and learning experiences, the author administered an adapted and validated research instrument via a mixed-methods survey system to a sample of 102 pre-service teachers from the Copperbelt University. Analysis of variance and multiple regression analysis were used to test the inter-play of relationships between pre-service teachers' attitudes towards the use of social media based on year of study and gender, social media use and classroom integration, social media use and mathematics pedagogy. Further, a statistical test was run to show whether positive correlations existed or not. K-means cluster analysis was used to organize data into clusters. The goal was to find out how many groups the data will be clustered into and explore the patterns in the data. Results

show abstract

Section: Multiple Regression Analysismentioning

confidence: 99%